VIDEO IGRE U SOCIJALNOPEDAGOŠKOM RADU S DJECOM I MLADIMA: ISTRAŽIVANJA I IMPLIKACIJE ZA PRAKSU
VIDEO GAMES IN SOCIAL PEDAGOGICAL WORK WITH CHILDREN AND YOUTH: RESEARCH AND IMPLICATIONS FOR PRACTICE

Summary/Abstract: The digital environment in which children and young people grow up significantly shapes their patterns of communication, learning, emotional regulation, and social interaction. Growing up in a context of constant digital connectivity, rapid information flow, and an abundance of interactive content requires adaptation of educational approaches. Such adaptation does not imply a change in fundamental educational values, such as respect, cooperation, and self-control, but rather the development of methods that are more aligned with the everyday experiences of young people. In this context, video games—particularly digital versions of board games—represent a potentially valuable yet still insufficiently and systematically utilized tool in social pedagogical work with children and young people with behavioral disorders, including ADHD, oppositional defiant disorder (ODD),social anxiety, and pronounced impulsivity. Although contemporary research increasingly examines the psychosocial effects of video games, their structured application in social pedagogical interventions remains relatively under-conceptualized and insufficiently explored empirically. Existing research indicates that video games can foster the development of cognitive, social, and emotional competencies, including planning, decision-making, self-control, cooperation, and emotional regulation (Granic, Lobel, & Engels, 2014). Particularly relevant are digital adaptations of boardgames (e.g., Wingspan, Cascadia, Carcassonne, 7 Wonders, Clank!, Ticket to Ride), which combine strategic planning and social interaction while facilitating rule comprehension through automated move validation and clear visual structure. Studies also show that interventions based on board games can contribute to improvements in executive functions and a reduction in behavioral problems among children with ADHD (Estrada-Plana et al., 2019). At the same time, the literature highlights potential risks associated with excessive video game use. Research reports improvements in inhibitory control and working memory, but also a higher prevalence of ADHD symptoms and attention problems among children who engage more intensively in video gaming (Chaarani et al., 2022). Meta-analyses further indicate a growing prevalence of gaming disorder among adolescents (Satapathy et al., 2025).Differences between positive and negative outcomes largely depend on the context of use: structured, therapeutic gaming can have beneficial effects on attention and self-control (Lin et al., 2025), whereas uncontrolled use of commercial games may increase the risk of problematic use, particularly among youth with ADHD (Isorna Folgar et al., 2024). The aim of this paper is to analyze the developmental potentials and risks of video games in social pedagogical work with children and young people with behavioral disorders, and to provide guidelines for their safe and pedagogically grounded application. Special emphasis is placed on the potential use of digital board games as a structured tool in social pedagogical interventions. The paper is based on a critical analysis of contemporary scientific literature on the psychosocial effects of video games and their potential in social pedagogical practice. It contributes to a better understanding of the possibilities for applying digital games in work with children and young people with behavioral disorders.

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