Enhancing parent-child interaction through the gamification of parenting: An exploration of digital interventions

Abstract

The increasing use of digital technology by children has created both opportunities and challenges for their parents. This study analyze how digital device usage impacts children’s behaviors and academic achievement, focusing on the critical role of parental involvement. A detailed review of studies released between 2010 and 2023 was carried out using databases such as PubMed, ProQuest, and Scopus to show how parenting gamification affects parent-child relationships, interaction, and child development. While digital games have positive effects on education, such as improving academic performance and cognitive abilities, concerns were raised about negative consequences like aggression and emotional problems caused by excessive use and violent material. This suggests that both educational content and careful monitoring of game types could help parents develop strategies to improve positive interactions and manage negative effects. This systematic review highlights the importance of balanced and mindful digital device use guided by informed parental strategies.

Keywords

Academic performance digital devices gamification positive interaction social interactions

Introduction

Parenting has been significantly impacted by the massive adoption of technology in multiple areas of life in today’s rapidly changing digital society (Livingstone and Blum-Ross, 2020). With the increasing use of digital devices and games in homes, parents face challenging tasks (Livingstone, 2007; Livingstone and Blum-Ross, 2020) to balance the benefits of these resources to build positive bonds with their children while minimizing potential negative consequences (JALIL et al., 2024). These challenges include managing screen time, ensuring that content is age-appropriate, addressing concerns about digital addiction, and reducing physical activity. This study explores the complex function of digital technology in improving parent-child interactions (Sadeghi et al., 2019), seeking to find both the benefits and drawbacks of its use.

The widespread use of digital technology has significantly changed family communication and interactions (Clark, 2013). While these developments provide unusual practices for entertainment and intellectual growth, they also raise concerns about how they may affect children’s behavior, health, and social development. Selak et al., reported that young children regularly utilize digital devices, primarily for educational purposes and to keep themselves busy (Selak et al., 2023). However, there are serious concerns about possible drawbacks, such as addiction, decreased physical activity, and isolation from society.

With these concerns, involving computer games in parenting gives a special chance to strengthen parent-child relationships. According to Hastings et al. (2009), instructional video games can result in better academic performance and increased cognitive abilities, whereas violent video games are related to negative behaviors.

Identifying which types of digital games will work effectively to improve parent-child interactions is a crucial part of this research, and recent studies only cover both the negative impacts of excessive gaming and the educational benefits of specific games. Negative outcomes, as identified by Hastings et al. (2009), include increased aggression and attention problems associated with violent game content, as well as decreased physical activity, social interactions, and emotional issues such as irritability and anger resulting from excessive device use. On the other hand, educational benefits, as noted by Ehsan et al. (2023), educational games and active parental involvement in monitoring device usage related to improved academic performance and cognitive abilities. However, few studies have focused on the positive effects of game-based interactions in the home environment. Most studies have explored these issues separately, failing to provide a solid understanding of how gamifying parenting can increase communication, cooperation and emotional bonding.

This study aimed to close this gap by investigating the potential outcomes of parents using games to improve communication with their children (Dhiman, 2023). The specific goal of this research is to provide knowledge of how parenting methods can benefit from the use of digital games to encourage better cooperation, interaction, and emotional bonding. Through an analysis of multiple aspects of game-based interactions, including game type, playtime duration, and parental participation, this research aims to provide useful advice and recommendations for parents to use digital games as a helpful instrument in their parenting (Fidan and Olur, 2023).

The impact of games on relationships within families is affected by the various levels of interactivity, age appropriateness, and instructional content. For example, cooperative and problem-solving games can improve interactions and collaboration (Imran et al., 2024), whereas educational games can reinforce learning in an entertaining way (Laine and Lindberg, 2020). Additionally, parents play a critical role in controlling and encouraging these relationships. Effective parental involvement that is effective, could help maintain a healthy balance between children’s screen time and active interaction, ensuring that the usage of digital games does not have negative consequences (Karimullah, 2023).

The research questions guiding this study are as follows:

RQ1: What are the potential impacts of parents using games to improve children’s interaction?

RQ2: Do feedback mechanisms, such as rewards, challenges, and progress tracking, affect parents and children’s interaction experiences?

RQ3: Which metrics and methodologies can be used to assess the effectiveness of a progressive game in changing interactions and strengthening family bonds?

Methods

Data sources and search strategy

This systematic review was conducted using three principal databases: PubMed, ProQuest, and Scopus. These databases gathered from 2010 to 2023 were selected because of their extensive repositories of medical, psychological, and educational research, providing a wide range of peer-reviewed articles pertinent to our investigation.

The search strategy was developed to cover a wide range of studies on gamification, parenting, and child development. Keywords and phrases used in the search included combinations of “gamification” AND “parent-child interaction” AND “child behavior.” These terms were strategically combined using Boolean operators to improve the search and capture all the relevant literature.

Inclusion and exclusion criteria

The inclusion criteria were as follows.

1. Empirical research articles published in peer-reviewed journals.

2. Articles that focus on the application of gamification in parenting.

3. Studies reporting on parent-child interactions or gamification element outcomes.

The exclusion criteria were as follows.

1. Non-empirical articles, such as editorials and reviews.

2. Studies not addressing gamification in the parenting context

3. Research lacking clear data on gamification’s element or impact on parent-child interaction.

Data extraction and analysis

The initial search results yielded 240 studies, from which 200 were excluded based on title and abstract review for not meeting the inclusion criteria. Full-text reviews were conducted on the remaining 40 studies, leading to the exclusion of 34 more studies that did not meet all criteria. Consequently, six studies were included in the final review.

Data from each selected study were extracted and categorized, also key information including the study’s objectives, methodology, participant demographics, gamification elements used, and main findings related to the improvement of parent-child interactions and child development (Thomas et al., 2017).

A narrative review was conducted to analyze and summarize the data. This involved comparing study findings, discussing how gamification elements were implemented, and their effectiveness in needed outcomes in parenting contexts (Virani et al., 2021).

The review was guided by educational theories suggesting that gamification can improve engagement and learning outcomes. This theoretical orientation helped to identify and understand how the different gamification strategies employed in the studies could potentially influence behavioral and developmental outcomes in children. In total, six studies focused on gamification in the context of parenting and child development were included in this review (Bui et al., 2022; Ehsan et al., 2023; Hastings et al., 2009; Sarour et al., 2023; Selak et al., 2023; Tandon et al., 2012).

Review process

The review process followed the guidelines set by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used (Moher et al., 2015). This included a detailed documentation of the search process, decision-making for study inclusion, and methods for data extraction and synthesis. This structured approach ensured clarity, transparency, and reproducibility of the review (Figure 1).

Results

The findings of this systematic study provide a comprehensive understanding of children’s digital device usage and the activities related to their impact on their behavior and academic performance (Table 1). These findings are related to parental participation and the potential advantages or drawbacks of digital technology, as stated in the introduction

Table 1.

Final result.

No	Author	Result
1	(Bui et al., 2022); (Sarour et al., 2023)	Educational and violent games
2	(Ehsan et al., 2023); (Sarour et al., 2023); (Hastings et al., 2009)	Gamification element
3	(Hastings et al., 2009); (Selak et al., 2023); (Sarour et al., 2023); (Tandon et al., 2012)	Time spent playing games
4	(Bui et al., 2022); (Sarour et al., 2023)	Smart devices activities
5	(Ehsan et al., 2023); (Hastings et al., 2009); (Selak et al., 2023)	Parental involvement
6	(Ehsan et al., 2023); (Selak et al., 2023); (Hastings et al., 2009)	Effects of device usage on behavior and academic performance
7	(Bui et al., 2022); (Sarour et al., 2023); (Ehsan et al., 2023); (Selak et al., 2023); (Hastings et al., 2009)	Impact of device usage on social interaction
8	(Ehsan et al., 2023); (Selak et al., 2023) (Hastings et al., 2009); (Sarour et al., 2023)	The influence of parental engagement and digital content
9	(Ehsan et al., 2023); (Selak et al., 2023) (Hastings et al., 2009); (Sarour et al., 2023)	Enhancing parent-child interaction through digital devices
10	(Ehsan et al., 2023); (Selak et al., 2023) (Hastings et al., 2009); (Sarour et al., 2023)	Learning strategies and outcomes from digital games

Also, detailed summary of the studies includes information on each study’s objectives, methodologies, participant demographics, gamification elements used, and main findings (Table 2) is summarized, because this comprehensive summary allows for a deeper understanding of how gamification and digital devices affect parent-child interactions and children’s developmental outcomes.

Table 2.

Summary of studies on gamification in parenting and child development.

No	Author	Study objective	Methodology	Participants (demographics)	Gamification elements used	Main findings
1	Bui et al. (2022)	To examine the impact of handheld devices on child outcomes	Mixed-method study	Parents with mental health difficulties children	Handheld device usage, educational apps	Handheld devices are a barrier for parents with mental health difficulties children
2	Sarour et al. (2023)	To observe the effects of gamification on children’s attitude	Observational study	Parents with children 6-10 y.o	Rewards, challenges and progress tracking	Gamification elements improve respectful behaviors towards parents
3	Ehsan et al. (2023)	To characterize child – Parent interaction with the computer as media	Experimental study	Parents with children 5-7 y.o	Coding games & feedback mechanism	Active parental involvement in coding games leads to improved interaction and learning outcomes
4	Hasting et al. (2009)	To explore the relationship between video and computer games behavior	Longitudinal study	Children 4-8 y.o	Educational & violent games	Educational games improve academic performance, while violent games are linked to negative behaviors
5	Selak et al. (2023)	To study parental viewpoints on digital device use	Survey	Parents with children 4-8 y.o	General digital device usage	Excessive use of digital devices leads to decreased physical activity and social interactions
6	Tandon et al. (2012)	To examine home environment relationship with physical activity	Cross-sectional study	Children from various socioeconomic backgrounds	Screen time & physical activity tracking	Home environtment incfluences children screen time and physical activity

Time spent playing games

Children’s engagement in digital games showed significant variation across age groups, with an overall trend of increasing time spent playing games as children grew older (Figure 2). For example, one study found that children aged 4-8 years spent an average of 30 min playing games, children aged 5-7 years spent an average of 120 min, and older children (6-10 years) spent up to 204 min. These findings highlight a critical area of concern for parents and educators, as discussed in the Methods section, where the need to monitor and understand gameplay duration is emphasized. The increasing duration of gameplay with age suggests a growing reliance on digital games for entertainment and possibly social interaction as children develop.

Activities on smart devices

To answer the research question (RQ1), the existing study has identified a variety of activities that children perform on their smart devices, as illustrated in Figure 3. The figure details the frequency of these activities in hourly terms, emphasizing the extent of engagement children have with different types of content.

1. Video Games: Children spent the most time playing video games, with a total frequency of 261 instances per hour. This high number suggests that video games are a primary activity for children when using smart devices, aligning with their strong preference for interactive entertainment.

2. Music: Listening to music is another popular activity, with a frequency of 201 instances per hour. This indicates that children frequently use their devices to listen to music, which can be a significant part of their daily routine.

3. Video Recording: The activity of recording videos shows a frequency of 107 instances per hour. This reflects children’s interest in creating content, possibly influenced by platforms like YouTube and TikTok where video creation is prevalent.

4. Cartoons: Watching cartoons accounts for 179 instances per hour, highlighting that animated shows remain a favorite among children for entertainment.

5. Watch Video/Movies: Watching videos or movies is recorded at 198 instances per hour, demonstrating that children often use their devices to stream content, similar to their consumption of cartoons but potentially including a broader range of content such as family-friendly movies or educational videos.

6. Studying/Learning: The least frequent activity is studying or learning, with 92 instances per hour. Although it is less common compared to entertainment activities, it still represents a significant portion of device usage, underscoring the role of smart devices in educational purposes.

This variety of activities demonstrates that digital gadgets affect many aspects of children’s daily lives, from fun to education. The large number of entertainment activities, especially video games and watching videos, is consistent with the findings of Hastings et al., (2009) who found that children are largely driven by entertainment motivations when using digital devices (Hastings et al., 2009).

Effects of device usage on behavior and academic performance

This systematic review identified both the positive and negative effects of digital device usage on children’s behavior and academic performance, which are crucial for informing parents and educational strategies (Table 3).

Table 3.

Device usage on child behavior improvement.

Result	Key finding	Citation
Positive (+)	Monitoring time spent, lead to better school grade/Competence	(Hastings et al., 2009)
Positive (+)	Education games leads to better academic performance and cognitive abilities
Negative (−)	Violent games leads to attention problem
Positive (+)	Parent encouragement was helpful to maintain children engagement	(Ehsan et al., 2023)
Positive (+)	Excessive use of digital devices leads to decreased physical activity, social interaction, addiction and emotional issues	(Selak et al., 2023)

Positive Effects:

1. Several studies have found that educational games are linked to better academic performance and increased cognitive ability (Hastings et al., 2009). This supports the argument made regarding the introduction of the potential educational benefits of digital technology.

2. Research has also indicated that parental involvement in monitoring time spent on devices is associated with improved school grades and competence (Ehsan et al., 2023). This underscores the role of parental engagement, as discussed in the Methods section, in which parental involvement was identified as a key variable.

Negative Effects:

1. Studies have consistently reported that violent content in games correlates with increased aggression and attention problems (Hastings et al., 2009). These findings are in line with the concerns highlighted in the Introduction regarding the potential behavioral issues associated with certain types of digital content.

2. The excessive use of digital devices has been associated with decreased physical activity, social interactions, potential addiction, and emotional issues such as irritability and anger when usage is restricted (Selak et al., 2023). This emphasizes the importance of moderation and the balanced use of digital technology, which was a key focus in the methods section

Impact of device usage on social interaction

The use of digital devices by children has various impacts on their social interactions, resulting in both positive and negative outcomes. While educational and cooperative games can improve social skills and improve positive interactions, on the other hands, excessive use and inappropriate content can lead to social withdrawal and other negative outcomes. Therefore, it is essential to maintain a balanced approach to digital play, encouraging activities that promote social interaction while setting limits to prevent overuse and isolation. The importance of balanced digital play has been underscored by multiple studies that have explored how these devices can either facilitate or reducing social development (Table 4).

Table 4.

Impact of Device usage on social interaction.

Result	Key finding	Citation
Positive (+)	Educational games improve cooperative skills and social interaction among children	(Bui et al., 2022);
Negative (−)	Excessive use of digital devices related to physical activity and social withdrawal	(Selak et al., 2023)
Neutral (=)	Digital device use having both educational benefits and negative impacts	(Selak et al., 2023)
Positive (+)	Cooperative video games improve social skill through team-based engagement	(Hastings et al., 2009)
Positive (+)	Parental involvement in digital activities improve social bonding within family	(Ehsan et al., 2023)
Positive (+)	Gamified learning applications support collaborative learning environments	(Sarour et al., 2023)

The influence of parental engagement and digital content

The role of parental engagement and the type of digital content that children are consuming every day, is playing critical roles in shaping child behavior, cognitive development, and family interactions. Previously research consistently shows that parental involvement in controlling and guiding digital device usage has serious effects on the outcomes of digital interactions. (Table 5) summarizes the key findings regarding these influences.

1. Parental Engagement and Mediation

Table 5.

Device usage on child behavior improvement.

Category	Findings	Citation
Parental engagement	Direct involvement improves outcomes, necessary for managing risk	(Ehsan et al., 2023); (Selak et al., 2023)
Impact of content	Educational games boost learning while violent content correlates with aggression	(Hastings et al., 2009); (Sarour et al., 2023)
Age differentiation	The device usage and type of media content is related with children age	(Selak et al., 2023)
Education vs entertainment	Balancing educational content with entertainment is crucial	(Ehsan et al., 2023); (Hastings et al., 2009)

Across studies, including those by Selak et al. and Ehsan et al., there is a consistent focus on the change of parental involvement role in moderating the effects of digital device use on children (Ehsan et al., 2023; Selak et al., 2023). The findings indicate that active parental mediation, whether through direct supervision, content selection, or co-engagement in digital activities, positively influences children’s outcomes by enhancing educational benefits and mitigating potential risks such as exposure to inappropriate content or excessive screen time.

2. Impact of Digital Content on Child Behavior and Development

The nature of digital content, as discussed by Hastings et al. and Sarour et al., plays a crucial role in influencing child behavior and cognitive development (Hastings et al., 2009; Sarour et al., 2023). Educational and problem-solving games are linked to positive outcomes such as improved academic performance and cognitive skills. In contrast, exposure to violent or age-inappropriate content was consistently associated with negative outcomes, including increased aggression and reduced social interactions.

3. Age-Appropriate Digital Interaction

This review highlights significant differences in device usage by age. Young children’s interactions are primarily controlled and guided by parents, focusing on educational content. As children age, they begin to seek more autonomy and engage in a wider variety of activities, including social media and online communication, which present new challenges and opportunities for parental guidance.

4. Educational Potential versus Entertainment Dilemma

While digital devices are lauded for their educational potential and for offering interactive and engaging learning environments, their use for pure entertainment, especially among younger children, remains prevalent. Balancing educational use with entertainment is a common theme, suggesting a need for tools and strategies that can effectively integrate learning into everyday digital interactions.

Gamification elements and motivation in games

The review also examined how specific gamification elements can influence children’s motivation to engage in educational activities (Table 6), this provide the result from the research question (RQ2), highlighting the positive impact of clear audio, user interface (UI), and instructions on maintaining children’s attention and motivation (Table 7). According to Ehsan et al., (2023) audio, clear UI, and clear instructions significantly improve engagement by providing intuitive and rewarding experiences for children.

Table 6.

Gamification elements affecting motivation in games.

Result	Key finding	Citation
Positive (+)	Audio, clear UI and clear instruction	(Ehsan et al., 2023)
Positive (+)	Point rewards, leaderboards and level of difficulties	(Sarour et al., 2023)
Positive (+)	Educational games	(Hastings et al., 2009)
Negative (−)	Violent games	(Hastings et al., 2009)

Table 7.

Gamification element and the impact on attention and motivation during the game.

Game element	Definition	Impact on attention and motivation during game	Citation
Audio clarity	The quality and clarity of sound in a game, which helps in understanding instructions and feedback.	Involved audio with great clarity for backsound or effect, could improve comprehension and engagement.	(Ehsan et al., 2023)
Intuitive UI	User interface that is easy to navigate and interact with, making the game more accessible for children.	Improves usability, allowing children to focus easier on learning content
Clear instruction	Detailed and easy to understand guidelines within the game, which explain how to play or what action to take.	Ensures that children understand they are supposed to do and what is the purpose of the task.
Points rewards	System that rewards point for completing task or achieving goals in the game	Motivates children to get the sense of progress and accomplishment	(Sarour et al., 2023)
Leaderboards	A ranking system that compares players based on their achievement or points in the game	Encourage competitiveness
Levels	Progressive stages in a game that increasing challenges as the player advances.	Makes learning progression more structured also keeps the game challenging and engaging

Improving parent-child interaction through digital devices

Improving meaningful parent-child interactions through digital devices involves implementing effective strategies that promote collaboration and educational engagement. (Table 8) shows an overview of strategies designed to improve engagement and bonding between parents and children using digital devices.

1. Digital Games as a Medium for Interaction

a) Collaborative Gaming: Studies indicate that video games designed for multiplayer involvement, including parents and children, can significantly improve interaction. These games encourage teamwork and problem-solving. For instance, Hastings et al. highlights that games with cooperative elements lead to improved relations and communication skills (Hastings et al., 2009).

b) Educational Apps and Games: Interactive educational tools that require parental assistance or that offer opportunities for parents to engage with their children can strengthen bonds. Ehsan et al. discuss how educational apps when used under parental guidance, improve the learning experience and simultaneously improve parent-child relations (Ehsan et al., 2023).

2. Parental Mediation Strategies

a) Co-Viewing and Co-Playing: Active participation by parents in digital media usage, such as watching educational videos together or playing games, has been shown to increase interaction and communication. This type of active mediation not only monitors the child’s activity, but also turns screen time into interactive learning and bonding.

b) Setting Rules Together: Engaging children in discussions about digital device rules and schedules can improve their mutual understanding and respect. This process, as suggested in some studies, helps in developing a partnership approach between parents and children, aligning with better interaction.

3. Content Selection and Discussion

a) Choosing Content Collectively: When parents and children select digital content together, it provides an opportunity for discussion and sharing interests. This practice not only ensures age-appropriate content, but also has meaningful interactions or conversations that can strengthen relationships.

b) Post-Content Discussion: Discussing the content viewed or the activities performed on digital devices can lead to a deeper understanding and connection. For example, parents can use themes from stories or scenarios in games as conversation starters to discuss real-life applications and moral lessons.

Table 8.

Strategy to improve parent-child interaction through digital devices.

Interaction strategy	Activities	Benefits	Citation
Collaborative gaming	Multiplayer video games that giving parents to get involved	Improves teamwork and communication skills	(Hastings et al., 2009); (Sarour et al., 2023)
Educational apps and games	Interactive learning apps	Improves learning and bonding	(Ehsan et al., 2023); (Hastings et al., 2009)
Co-viewing and Co-playing	Watching videos and playing casual games together (puzzle, etc)	Strengthens bonds, improves interaction	(Ehsan et al., 2023); (Hastings et al., 2009)
Setting rules together	Discussing and setting device usage rules	Promotes mutual respect and understanding	(Ehsan et al., 2023); (Selak et al., 2023)
Content selection and discussion	Choosing and discussing digital content	Encourages communication and shared interest	(Sarour et al., 2023); (Selak et al., 2023)

Learning strategies and outcomes from digital game

It is essential to understand and address the barriers that families face in using digital devices effectively, as these obstacles can significantly impact both the positive and negative outcomes of device use. This section highlights the importance of identifying and mitigating these barriers to maintain healthier and more productive digital habits within families (Table 9). So, in this section we found the results for the research question (RQ3).

1. Educational Games

Table 9.

Outcomes from digital games.

Category	Learning outcome	Parent – Child interaction impact	Citation
Educational games	Improve cognitive and academic performance	Increase cooperation and shared problem solving	(Hastings et al., 2009); (Ehsan et al., 2023); (Sarour et al., 2023)
Violent games	Related to behavioural issues and attention problems	Leads to conflict and reduces effective interaction	(Hastings et al., 2009)
Parents guidance	Ensures balanced and beneficial usage of games	Improve quality of interactions and educational outcomes	(Ehsan et al., 2023); (Selak et al., 2023)
Gamification element	Increase engagement and motivation	Promote positive reinforcement and achievement sharing	(Ehsan et al., 2023); (Sarour et al., 2023)

These games have been proven to improve cognitive abilities and academic performance by providing interactive and engaging learning experience. They also create opportunities for parents and children to engage in learning activities, thereby enhancing their bonds and cooperation.

2. Violent/Aggressive Games

This is consistently associated with negative outcomes such as increased aggression and attention problems. These types of games tend to disrupt parent-child interactions and are linked to conflict rather than cooperative interactions.

3. Parental Monitoring and Guidance

Active parental involvement in monitoring and guiding digital game usage helps balance entertainment with educational value, ensuring that children derive maximum benefits from screen time. This also improved interactions, as parents actively engage in the child’s digital activities, promoting better understanding and support.

4. Gamification Elements (Rewards, Levels)

Features such as point rewards and game levels can significantly improve a child’s motivation to engage with educational content. Also provide a framework for parents to discuss progress and celebrate achievements with their children while strengthening their relationships and interaction quality.

Discussion and limitation

The findings of this systematic research provide important insights into the multiple impacts of digital device use on children’s behavior and academic achievement. Our study evaluates the findings, explores their implications, compares them to past studies, addresses any inconclusive results, and identifies concerns for future research.

Positive effects on educational

Games

One of the most interesting findings of this study is that educational games improve children’s academic performance and cognitive abilities. Hasting et al. (2009) also found that instructional games improve academic outcomes and cognitive ability. This is consistent with previous studies that indicate the educational benefits of digital technology. The consistent positive results of previous research indicate that well-designed educational games can be an effective learning tool.

Differential impact based on device type

Digital devices such as tablets, smartphones, and computers significantly influence children’s learning and behavior. Tablets are often equipped with educational apps, which are valuable tools for improving learning outcomes (Ditzler et al., 2016). Conversely, smartphones, with their robust communicative features, are primarily engaged in social interactions that can significantly influence the development of social skills (Groarke, 2014). This differentiation in device usage not only supports distinct developmental needs but also highlights the necessity for parents to utilize digital devices for their children’s specific educational and developmental goals. By choosing which type of device in a way that maximizes benefits and minimizes drawbacks, parents can ensure a balance that promotes both educational achievement and healthy social growth.

Social interaction and digital device use

The contradictory benefit of digital devices that can be facilitating or reducing social interactions is proved. Multiplayer games can improve social skills through cooperative engagement, yet excessive individual gaming may lead to isolation. It is crucial to maintain a balance in digital play, provide games that support social interaction while setting limits to prevent social withdrawal to helps nurturing children overall social development.

Importance of parental involvement

The review also underscores the crucial role of parental involvement in monitoring children’s device usage. Ehsan et al., (2023), also found that active parental monitoring is associated with improved school grades and competence. This finding is consistent with broader literature that stresses the importance of parental engagement in children’s digital activities. Effective parental guidance helps ensure that children use digital devices for educational purposes and avoids exposure to potentially harmful content. The importance of parental involvement cannot be overstated as it directly influences the positive and negative outcomes of children’s digital device usage.

Gamification elements and motivation

This review also examined the impact of gamification elements on children’s motivation to engage in educational activities. Clear audio, user interfaces, and instructions were found to significantly improve engagement, while point rewards, leaderboards, and levels motivated sustained involvement (Ehsan et al., 2023). These findings suggest that gamification can make learning more interactive and enjoyable, thereby promoting sustained educational engagement. However, the specific long-term impacts of different gamification elements on various age groups remains an area for future research.

Comparisons with previous studies

The results of this review are largely consistent with those of previous studies, affirming the dual nature of digital device usage in improving and delaying children’s development. The identified educational benefits align with findings from studies that have praised digital learning tools for their interactivity and engagement. Similarly, the negative impacts of violent content and excessive usage collaborate longstanding concerns about the behavioural risks associated with digital media.

Negative effects

Negative impacts of violent content

The review consistently found that violent game content is associated with negative behavioral outcomes such as increased aggression and attention problems (Hastings et al., 2009). These results are in line with long-standing concerns about potential behavioral issues arising from violent digital content. The strong correlation between violent games and negative behavior suggests that content moderation is essential to prevent these negative effects. This finding is consistent with previous studies that have documented similar behavioral issues related to violent media exposure.

Effects of excessive device usage

Excessive use of digital devices has been linked to decreased physical activity, social interactions, and emotional issues such as irritability and anger, particularly when device usage is restricted (Selak et al., 2023). These findings highlight the need for balanced and moderate use of digital technology, which is a key focus in the Methods section. Encouraging children to engage in physical and social activities alongside digital use is crucial for their overall well-being. This is consistent with previous research that emphasized the detrimental effects of excessive screen time on children’s physical and mental health.

Limitation

Although there is a lot of information included in this review, there are certain things to be aware of, especially on gamified interactions between parents and children, means we could not dig as deep into the topic as we would like. With only five studies included, we might not have captured the full picture of how these interactions work. Also, most of the research comes from English-speaking countries, which means the findings might not apply as well to different cultural settings. This could limit how useful our recommendations are on a global scale.

Another challenge is that some areas remain unclear, like the long-term effects of different types of educational games on kids of various ages. To get a clearer understanding, future studies should look at these effects over a longer period. There’s also a need for more research on how game-based activities at home can positively impact parent-child relationships. Tackling these gaps will help us get a better understanding of how to effectively use digital games in parenting.

Conclusion

This systematic review highlights the importance of balanced and mindful digital device use, guided by informed parental strategies. Educational games and gamification elements can significantly improve learning and engagement, whereas parental involvement is crucial in defending against the negative effects of violent content and excessive usage.

The findings also reveal that while digital devices related to social bonding and cooperative skills through interactive games, they can also contribute to physical inactivity and social withdrawal if overused or if the content is inappropriate. This positive and negative effects highlight the need for balanced usage and the selection of age-appropriate content that encourages positive outcomes. Parental mediation, particularly through co-viewing, co-playing, and setting clear rules for device usage, emerges as a critical strategy to optimize the benefits of digital devices while minimizing their risks. In other words, while digital technology offers promising opportunities for improving parent-child interactions, it is important to investigate how these digital tools can be more effectively integrated into parenting practices, especially considering the rapid evolution of digital technologies and their increasing presence in children’s lives.

These findings provide valuable insights for parents, teachers, game designers, and policymakers aiming to utilize the benefits of digital technology while minimizing its risks. Future studies should address these limitations by incorporating a wider range of cultural perspectives and exploring the long-term impacts of gamification on child development.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Wen-Hung Chao

Godfrey Steven Semwaiko

Yori Pusparani

Ching-Yu Yang

Author Biographies

Mixzy Indrajaya, that currently pursuing master degree in Digital Media Design at Asia University Taiwan, specialize in Multimedia Design, currently focus on learning how child and parent interact to provide better communication method through gamification.

Wen-Hung Chao is an Associate Professor at the Department of Digital Media Design at the Asia University, Taiwan. He specializes in Digital Game Design and AR/VR Development. His research focuses on Virtual Reality/Augmented Reality in Education, Technology Enhanced Learning, and Digital Game-Based Learning to contribute significantly to scientific papers in this area.

Godfrey Steven Semwaiko is a PhD candidate at Asia University, Taiwan. He specializes in Digital Media Design, Animation, and AI Integration in Education. His research focuses on Virtual Reality, Artificial Intelligence in Education, and Cultural Artifact Preservation, contributing significantly to academic publications and innovation in these areas.

Yori Pusparani holds the position of Assistant Professor and Full-time Lecturer in the Faculty of Communication and Creative Design at Budi Luhur University, Jakarta, Indonesia. Currently, Yori is pursuing a Ph.D. in Digital Media Design at Asia University, with a research focus on Artificial Intelligence and any kind of images. Yori understands the challenges inherent in analyzing the images and recognizes AI technology's potential to contribute significantly to scientific papers in this area.

Ching-Yu Yang is an Assistant Professor at the Department of Information Communication at Asia University, Taiwan. She specializes in commercial design and product design. Her research focuses on user interface design, package design, Technology Enhanced Learning, and interactive media design to contribute significantly to scientific papers in this area.

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